The Whisperers Read online

  Valentina Tikhanova was born in Moscow in 1922. She grew up in the household of the Bolshevik leader Vladimir Antonov-Ovseyenko, the man who led the storming of the Winter Palace in October 1917. Her mother had met the famous Bolshevik in Prague, where Vladimir was the Soviet ambassador, and had left Valentina’s father, an editor at a publisher, to marry him in 1927. Valentina recalls the small apartment where her family had lived in Moscow in the 1920s as ‘simply furnished with the most ordinary furniture and wrought-iron beds’. The only thing of any value was a large malachite box which belonged to her mother. There were no ornaments or decorations in the apartment, and her parents had no interest in such things. Even when her mother became the wife of an ambassador, she did not wear jewellery. Asceticism ruled in the Antonov-Ovseyenko home as well. Their apartment in the Second House of Sovnarkom, a large apartment block for senior Party officials in Moscow, consisted of four small rooms. In Valentina’s cell-like room the only furniture was a fold-up bed, a writing desk and a small bookcase. Recalling this austere atmosphere, Valentina describes it as a conscious element of her family’s intelligentsia principles (intelligentnost’) and Soviet ideology. ‘We were Soviet people (sovki),’ she reflects. ‘We lived for our beliefs in the future happiness of our society, not for the satisfaction of our own needs. There was a moral purity about the way we lived.’26

  Liudmila Eliashova grew up in the family of a Latvian Bolshevik. Her father, Leonid, had run away from Riga and joined the Bolsheviks in Petrograd as a teenager in 1917. He was ashamed and resentful of his wealthy Jewish parents, who had been strict and cruel, and part of his attraction to the workers’ movement was its Spartan way of life, which, as he acknowledged in a letter to his wife in 1920, he embraced as a ‘renunciation of my bourgeois class’. According to his daughter Liudmila, Leonid attached personal significance to the words of the Internationale, ‘We renounce the old world / We shake its dust from our feet!’ ‘He needed to renounce not just his class,’ she says, ‘but also his family, and the lifestyle to which he had grown accustomed, with its comfortable apartments and dachas, fine cuisine, fashionable clothes, games of tennis, and much more.’ He brought up his daughters, Liudmila (born in 1921) and Marksena (in 1923), to be ashamed of any wealth or comfort that set them higher than the working class. He would tell them that they should feel guilty eating a good breakfast, when there were other children, poorer than themselves, who had less to eat. At mealtimes he would say: ‘It is shameful we are eating fish or sausage when everybody else eats bread and eggs. What makes us better than others?’ He believed strongly in the ‘Party Maximum’ – a system of capping the salaries of Party members in the 1920s – and brought up his family to live within its means. The girls were not allowed to buy new shoes unless the old ones were literally falling apart. They were allowed sweets only on the major Soviet holidays. ‘We lived very modestly,’ recalls Liudmila.

  Leonid Eliashov, 1932

  Our furniture was cheap – it was all purchased from the government. We ate simply, our clothes were plain. I never saw my father wearing anything but his military uniform, a vest and boots. Mother had her ‘special outfit’ for the theatre and one or two other dresses, but that was all… Trips to the theatre were our only luxury – that and lots of books.

  Like many children of 1917, Liudmila and her sister were brought up to believe that self-denial was synonymous with moral purity and with the revolutionary struggle for the future happiness of everyone. In 1936, she wrote on the cover of her diary: ‘Suffering destroys the insignificant and hardens the strong.’27

  For some families, the asceticism of the Party activist was too much of a strain. The Voitinskys are a case in point. Iosif Voitinsky was born in St Petersburg in 1884 to a liberal family of Russified Jews. His father was a professor of mathematics, his brother Nikolai an engineer, and, like his other brother, Vladimir, Iosif was a graduate of the Law Faculty at St Petersburg University. The family was broken up by the October Revolution. Iosif’s parents fled to Finland. Vladimir, a former Menshevik and a leading figure in the Provisional Government of 1917, emigrated to Berlin, where he became a vocal critic of the Bolsheviks. Iosif and his sister Nadezhda were the only members of the family who remained in Petrograd. Like Vladimir, Iosif was a former Menshevik, but he hoped to make good by joining the Bolsheviks and fighting in the Civil War. To prove his loyalty he even wrote to his brother in Berlin – no doubt with an eye to the letter being read by his superiors – pleading with him to ‘re-evaluate his political principles and return to Soviet Russia for our common work’. Terrified of punishment for his brother’s counter-revolutionary activity, Iosif gave himself entirely to the Party’s cause. ‘Because of my sins in a former life, they have only made me a probationary member,’ he wrote to Nikolai, ‘but I am taking on a lot of Party duties, and like a good Communist, I am always ready to be sent to hell.’28

  In fact he was sent to Yekaterinoslav, where he worked in the legal department of the local trade union organization. Iosif lived with his wife Aleksandra in a damp and barely furnished basement room. ‘We cannot find anything better,’ Aleksandra wrote to Nadezhda in 1922. ‘Everywhere is very expensive and only the NEPmen can afford the rent. As for our domestic life, we are lacking the most basic things – linen,clothes, needles, thread. In a word, we are lacking everything.’ Iosif was too preoccupied to deal with such ‘domestic details’. He was ‘impractical and disorderly in everything except his work’, according to his wife. The couple had no money, because the ‘Party Maximum’ left them with a small amount, most of which they sent to Iosif’s mother in Finland. Aleksandra did her best to supplement their income by picking up casual jobs. But she resented having to work and blamed the Party for ruining her ‘dreams of a family’. In 1922, Aleksandra had an abortion. As she explained in a letter to Nadezhda, she had wanted to have the child but had terminated her pregnancy because she was ‘worn down by ill health’ and did not want to ‘add to Iosif’s burdens’ at a time when he was ‘weighed down by his Party work’. The couple’s marriage was suffering. There were constant arguments about money. Iosif had been having an affair with another woman, who gave birth to a son in 1924, and he was supporting them financially as well. Relations with Aleksandra were strained to breaking-point. Iosif would often go away on Party work, either to Moscow, where he taught a course on labour law, or to the Kuban, where he worked for the trade unions. ‘I rarely see my Iosif,’ Aleksandra wrote to Nadezhda in 1925. ‘It makes me bitter that it has ended up this way, but such is our way of life these days. There is no place for private life, and we must bury romance as a relic of the past.’29

  Iosif and Aleksandra, Yekaterinoslav, 1924

  2

  The Bolsheviks saw education as the key to the creation of a new society. Through the schools and the Communist leagues for children and youth (the Pioneers and the Komsomol) they aimed to indoctrinate the next generation in the new collective way of life. As one of the theorists of Soviet schooling declared in 1918:

  We must make the young into a generation of Communists. Children, like soft wax, are very malleable and they should be moulded into good Communists… We must rescue children from the harmful influence of the family… We must nationalise them. From the earliest days of their little lives, they must find themselves under the beneficent influence of Communist schools… To oblige the mother to give her child to the Soviet state – that is our task.30

  The primary mission of the Soviet school was to remove children from the ‘petty-bourgeois’ family, where the old mentalities of private life undermined the cultivation of social instincts, and to inculcate in them the public values of a Communist society. ‘The young person should be taught to think in terms of “we”,’ wrote Anatoly Lunacharsky, the Commissar for Education, in 1918, ‘and all private interests should be left behind.’31

  The dissemination of Communist values was the guiding principle of the Soviet school curriculum. In this sense, as Soviet educational thinkers a
cknowledged, the role of Marxism in Soviet schools was similar to the role of religion in tsarist schools. In the more experimental schools there was a strong emphasis on learning through practical activities rather than theory. Even in the United Labour Schools, which were meant to provide a national framework for all Soviet schoolchildren from the primary level to university, the programme was usually organized around a series of workshops (instead of classrooms) where children were taught technical and craft skills as an introduction to the mainstream academic subjects, particularly science and economy.32

  Political indoctrination was geared towards producing activists. The propaganda image of the ideal child was a precocious political orator mouthing agitprop. Communism could not be taught from books, educational thinkers maintained. It had to be instilled through the whole life of the school, which was in turn to be connected to the broader world of politics through extra-curricular activities, such as celebrating Soviet holidays, joining public marches, reading newspapers and organizing school debates and trials. The idea was to initiate the children into the practices, cults and rituals of the Soviet system so that they would grow up to become loyal and active Communists.

  Children were indoctrinated in the cult of ‘Uncle Lenin’ from an early age. At kindergartens they were called ‘October children’ (oktiabriata) from the moment they were able to point towards the picture of the Soviet leader. After Lenin’s death, when it was feared that a generation of children would grow up without knowing who he was, schools were instructed to establish ‘Lenin Corners’, political shrines for the display of propaganda about the god-like founder of the Soviet state. Legendary tales about Lenin and the other heroes of the Revolution were an important means of political education. Most children did not understand the ideology of the Soviet state – they saw the Revolution as a simple struggle between ‘good’ and ‘evil’ – but they could identify with the heroic deeds of the revolutionaries.

  A Lenin Corner, 1920s

  Progressive schools were organized as miniature versions of the Soviet state: work plans and achievements were displayed in graphs and pie-charts on the walls; classes were organized like regiments; and the daily running of the school was regulated by a bureaucratic structure of councils and committees, which introduced the children to the adult world of Soviet politics. There were schools where the children were encouraged to organize their own police; where they were invited to write denunciations against pupils who had broken the school rules; and where they even held classroom trials. To instil an ethos of collective obedience some schools introduced a system of politicized drilling, with marches, songs and oaths of allegiance to the Soviet leadership. ‘We marched as a class on public holidays,’ recalls Ida Slavina of her schooldays in Leningrad. ‘We were proud to march as the representatives of our school. When we passed a building with people watching from the windows, we would slow down and chant in unison: “Home-sitters, window-watchers – shame on you!”’33

  Aleksei Radchenko was born in 1910 to a family of famous revolutionaries. His uncle Stepan was a veteran of the Marxist underground movement from its pre-Lenin days, while his father Ivan was a founding member of the Bolshevik Party, charged with developing the Soviet peat industry (seen as a vital source of energy) after 1917. The family lived in Shatura, a small town to the east of Moscow, in a large and comfortable house near the power plant, which turned peat into electricity for the Soviet capital. Aleksei’s mother Alisia came from a petty-bourgeois German-Swedish family in Tallinn, and there were traces of that middle-class upbringing in her personal tastes, in her aspirations to respectability and in her preoccupation with domestic happiness. But ideologically she was committed to the Communist ideal of sweeping away this old bourgeois culture and creating a new type of human being. A pioneer of Soviet pedagogical theories and a close associate of Krupskaia in her educational work, Alisia saw the schooling of her son as a laboratory for his communistic education. Her theories were derived largely from the ideas of Pyotr Lesgaft, the founder of Russian physical education, whose lectures she attended in St Petersburg in 1903–4, and from the writings of Maksim Gorky, in whose honour she had named her son (Gorky’s real name was Aleksei Peshkov). She taught Aleksei languages, made him study the piano and the violin, set him chores around the house and the garden allotment to encourage his respect for manual labour and arranged visits to the houses of the poor to develop his social conscience. The head of Shatura’s United Labour School from October 1917, Alisia organized the school as a commune, combining academic lessons with agricultural labour on a farm so the children would understand from the beginning what it was to live a communist life.34

  Aleksei was brought up to venerate his father and other revolutionaries. A sickly boy who suffered from a spine disease that made it hard for him to walk, Aleksei lived in a world of bookish fantasies. He idolized Lenin and took to heart his father’s words of encouragement that he ‘should become like him’. Hearing about Lenin’s mortal illness in December 1923, he confessed to his diary: ‘I would run away from home and give Lenin all my blood, if that would help save his life.’ After the Soviet leader died, Aleksei set up a Lenin Corner in his room, covering the walls with pictures of the Soviet leader and texts of speeches which he learned by heart. Alisia kept a journal of Aleksei’s political development, which she filled with entries from his diaries, examples of his school-work and drawings, supplemented by her own commentaries on the education of her son. As she herself described it, her journal was a ‘scientific log’ that might serve as a ‘guide to the question of Communist education in families and schools’. Alisia encouraged her son to mix with the other children in Shatura – who came from the families of the mainly peasant workers at the power plant – and tried to make him feel that he was a leader of these less privileged friends by arranging games and activities for them at their large house. ‘Follow the example of your father,’ Alisia wrote in the margins of her son’s diary.

  Aleksei and Ivan Radchenko, 1927

  ‘Learn to be a leader to your little friends, just as he is a leader to the working class.’ Encouraged by his mother, Aleksei established a ‘secret’ organization with some of his school comrades: the Central Bureau of the Russian Committee of the Association of Children of the World. They had their own insignia, their own revolutonary song (‘The Beginning’) written for the children by Alisia and their own home-made red banners, with which they marched through Shatura on public holidays.35

  The children of 1917 were encouraged to play at being revolutionaries. Soviet educational thinkers were influenced by the ideas of ‘learning through play’ promoted by European pedagogues such as Friedrich Froebel and Maria Montessori. They saw structured play as an educational experience though which children would assimilate the Soviet values of collectivity, social activism and responsibility. The whole purpose of the Soviet school, with its wall newspapers, Lenin Corners, councils and committees, was to instil in children the idea that they too were potential revolutionaries and should be ready to rise up in revolt – if necessary, against their own parents – if called upon to do so by the Party leadership. Raisa Berg, who grew up in an intelligentsia family in Leningrad during the 1920s, recalls her schoolfriends’ comradeship and readiness for battle:

  The students of our class were united by a great spirit of friendship, trust and solidarity. Between ourselves and our wonderful teachers, whom we all loved, without exception, there was nevertheless a ceaseless battle, a real class war. We had no need for calculated strategies or conspiracies, we lived according to an unwritten code: the only thing that mattered was loyalty to our comrades. We could not tell our parents anything: they might betray us to the teachers.36

  One of the most popular courtyard games of the 1920s was Reds and Whites, a Soviet Cowboys and Indians in which the events of the Civil War were played out by the children, often using air-guns (pugachi) marketed especially for the game. Reds and Whites often ended up in actual fights, for all the boys wanted to be
Lenin, as one of them recalls:

  We would fight for the right to play the role of the leader. Everybody wanted to be the Reds, the Bolsheviks, and no one wanted to be the Whites, the Mensheviks. Only the grown-ups could end these quarrels – by suggesting that we fight without assigning names, and whoever won would be the Bolsheviks.

  Another game was Search and Requisition, in which one group (usually the boys) would play the role of a Red Army requisitioning brigade and another group (the girls) would act as ‘bourgeois speculators’ or ‘kulak’ peasants hiding grain.37

  Games like Reds and Whites and Search and Requisition encouraged children to accept the Soviet division of the world into ‘good’ and ‘bad’. Studies carried out in Soviet schools in the 1920s showed that children, on the whole, were ignorant about the basic facts of recent history (many pupils did not know what a tsar was) but that they had been influenced by the dark and threatening images of the supporters of the old regime in Soviet propaganda, books and films. These images encouraged many children to believe that ‘hidden enemies’ continued to exist, a belief that was likely to produce irrational fears, hysteria and aggression against any sign of the old regime. One young schoolgirl asked her teacher: ‘Do the bourgeois eat children?’ Another, who had seen a classmate wearing an old shirt with a crown embossed on the starched cuff, suddenly shouted out in class: ‘Look, he is a supporter of the tsar!’38